Self-Talk for Teachers and Students: Metacognitive Strategies for Personal and Classroom Use

Abstract

Preface. Acknowledgments. Introduction. I. TEACHERS' PERSONAL USE OF METACOGNITION. 1. Reviewing Theories and Psychologies Related to Metacognition. Brief Historical Trace of Thinking and Learning Processes. Rational-Emotive Therapy. Transactional Analysis. Attribution Theory. Teacher-Efficacy. Self-Regulated Learning. Self-Talk Levels. Self-Talk Components. 2. Fostering Positive Mental Growth of Teachers. Connecting Metacognition to Teachers' Personal Growth. Self-Awareness. Self-Acceptance. Self-Responsibility. 3. Eliminating Negative Thinking of Teachers. Teacher Stress. Teacher Anger. Teacher Anxiety. Teacher Frustration and Boredom. Teachers' Guide for Coping with the Stress, Anger, Anxiety , and Frustration of Teaching. II. TEACHERS' PROFESSIONAL USE OF METACOGNITION. 4. Understanding Self-Regulated Learning and Teaching. Theory of Verbal Self-Regulation. Zone of Proximal Development. Concept of Mediation. Other-Regulation Models. Theories of Self-Regulated Learning. Vygotskian View of Self-Regulated Learning. Self-Regulated Teaching. 5. Developing a Theory of Self-Regulated Teaching. Development of a Theory. Vygotsky's Theory and Teaching Goals. Transfer of Teacher Education Knowledge and Skills to Classroom Practice: A Vygotskian Explanation. Implications for Teaching: Self-Regulated Teachers. 6. Applying the Cognitive Self-Direction Model to Teaching. Metacognitive Skills for Professional Development. Metacognitive Research Related to Teaching. Cognitive Self-Direction for Teaching: A Curriculum and Methodological Model. Results of the Implementation. Metacognitive Skills for Teacher Planning. Metacognitive Skills during Interactive Instruction. Metacognitive Skills during Classroom Management. Future Trends in Metacognitive Study Applied to Teaching. 7. Using Other-Regulation Models for Teaching and Learning. Proleptic/Dyadic Instruction. Reciprocal Teaching. Cognitive Behavior-Modification. Cognitive Self-Instruction. III. METACOGNITIVE STRATEGIES FOR STUDENT LEARNING. 8. Researching Metacognitive Strategies for Classroom Use. Metacognitive Research on Self-Control. Metacognitive Research for Academic Uses. Student Use of Metacognitive Strategies. 9. Applying Metacognitive Strategies for Students' Learning. School Work Habits. Content Area Learning. 10. Applying Metacognitive Strategies for Students' Personal Growth. Problem Solving, Decision Making, and Goal Setting. Learning to Use Healthy Self-Talk. Addressing Social Issues. Conclusions.

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